Building on Freire's (1970) emancipatory learning theory and Yosso's (2005) community cultural wealth (CCW) approach, this article examines parents' participation in a family literacy project. Specifically, we focus on 10 Latina mothers and explore their interactions and relationships as a type of meaningful parental involvement. The research questions were: How does a family literacy project in which participants study literacy strategies through reading and discussing culturally relevant texts facilitate Latina/Latino parental involvement? What types of CCW do participants develop as a result of their interactions and family literacy practices? Data sources include questionnaires, interviews, field notes, and parents' reflective journals. Study participants developed aspirational capital, social capital, and familial capital during the course of the project.